Teacher starts lesson with a reflection: Think about something you've always wanted to do... T. will share zoom board so students can write by themselves about plans or ideas they have in mind, but haven't done yet. Instruction: Write in the board your ideas about the statment in the presentation. Teacher makes the first sentence: (If you can't open the link, write on your notebook and share later on the discussion). Example: I've always wanted to open a bookstore. After reading their ideas, some discussion.

Teacher plays a video for he students to get the gist. Before the video, Teacher shows 2 questions: How many time does the speaker think is necessary to add or subtract an habit? Mention 2 activities the speaker achieve during his challenge Then the teacher show the task, with a list of idioms for the TL. The students will fill in the gaps (or match) using these TL. The students will have 1 minute to read carefully the task, before playing the video again, to help them get the language from it. 1. A few years ago, I felt like I was __________________. 2. So I decided to _______________ the great American philosopher, Morgan Spurlock 3. I went from __________ computer nerd to the kind of guy who bikes to work. 4. Every November tens of thousands of people try to write their own 50,000 word novel, ______________, in 30 days. 5. You might be ________________, but you’ll finish your novel. 6. ...and __________ for the next thirty days. The language for this lesson is: Stuck in a rut Follow into the footsteps of Desk-dwelling From scratch Sleep-deprived Give it a shot

Teacher show the expression with a picture, to elicit the meaning from the students. Then teacher display a sentence from the video where the phrase was used, modeling the pronunciation (showing the IPA of the target language), and asking for the students to repeat and find the stressed word (or words). Show the linking if there is some and drill the sentence chorally and individually. Stuck in a rut: A few years ago, I felt like I was stuck in a rut. Follow in the steps of: So I decided to follow in the steps of the great American philosopher, Morgan Spurlock Self-confidence: I also noticed that as I started to do more and harder 30-day challenges, my self-confidence grew. Desk Dwelling: I went from desk-dwelling computer nerd to the kind of guy who bikes to work. From Scratch: Every November tens of thousands of people try to write their own 50,000-word novel, from scratch, in 30 days. Sleep Deprived: You might be sleep deprived, but you’ll finish your novel. Give it a shot: …and give it a shot for the next thirty days. Ask about the appropriacy of the language (formal or informal). Teacher will make a quick controlled practice to check meaning: Match the sentences with the correct ending. 1. If I feel stuck in a rut, I usually… 2. I’d love to follow in the footsteps of… 3. For being such a desk dwelling nerd, my friend is suffering of… 4. I usually start from scratch when… 5. Today I am sleep deprived because… 6. I will give it a shot! Tomorrow I am going to try to… a. change my routine. b. my father. c. severe back pain. d. I cook a new recipe. e. last night my neighbors had a party. f. drive my new car.

Instruction: Think about a possible 30 day challenge you could do to achieve a goal or just to change something in your life. Make a role play with your partner and have an interview using this possible questions/answers: A: What is your 30 day challenge about? B: My 30 day challenge is going to be... A: Why are you doing this? B: ... because I've always wanted to... ... I feel like I am stuck in a rut so... ... I'd love to follow into the footsteps of... ... I'm always desk-dwelling so I'm going to... A: What exactly are you planning to do? B: ... start from scratch... ... I'm going to give it a shot... ... I might be sleep-deprived... You can also use others words or phrases from the video like: small changes, habits, challenge, try something new, sustainable. Work in pairs in BORs, one student will have the role of interviewer and the other one will answer the questions. Then switch the BORs and discuss with other peers.

Teacher take sentences from the breakout rooms and show Ss in a slide to elicit errors and correct them.